Sistema interamericano de direitos humanos e educação digital: influência das normas interamericanas na transformação do direito do Estado do Brasil com ênfase na educação digital dos cidadãos

Abstract

This thesis aims to study the recognition of digital education as a human right that must be guaranteed to all citizens. Considering the vulnerability faced by the Brazilian population in accessing information and communication technologies (ICTs), the aim is to find answers to the failure to develop civic-digital skills in Brazilian society. In contemporary times of cyberculture, it is necessary to reflect on the formation of a digital society and how the “space of flows” (called cyberspace), which is strongly influenced by the forces of power and politics. Considering that Brazil is a member country of the Organization of American States (OAS), it was decided to consider the legal standards issued by the Inter-American System of Human Rights (IAHRS) regarding digital education, which guide States in formulating public policies for digital education. For this reason, these documents served as guidance for this study, culminating in the following guiding question: How do inter-American standards influence the transformation of the domestic law of the State of Brazil, with a focus on the digital education of citizens? Under the aegis of Inter-American human rights law, the aim is to compare the standards of the IAHRS and Brazilian domestic law, aiming to obtain a legal-institutional diagnosis that highlights the orientations of these two political systems for digital education. Regarding the theoretical-methodological aspects, the study starts from a critical perspective of the relationship between human rights and cyberculture, based on the theories of Manuel Castells, Pierre Lévy and Herrera Flores. An exploratory study was carried out, through bibliographic and documentary research, using the content analysis technique. The approach adopted is qualitative in nature. To assess the diagnosis proposed here, the dimensions of the nature of the policy, policy design and management of the digital education policy will be considered, aiming to highlight the agents that participate in the aforementioned policy for the development of civic-digital skills. The hypothesis chosen assumes that, in Brazil, it is possible to identify positive traits of this Inter-American influence on domestic law. However, it has not yet been possible to achieve all the regional promotion and protection mechanisms suggested. As a result, it was found that, despite the formal recognition of digital education as a right in Brazil, its implementation is incipient and marked by structural inequalities, reinforcing the emerging need to promote digital citizenship and the equal exercise of human rights in cyberspace.